THE POWER OF FILM ANALYSIS IN THE EDUCATIONAL CONTEXT: THE EXPERIENCE WITH THE FILM ZERO (2010)

Abstract

The discussion about the social dynamics that have emerged today, with an emphasis on visibility to the detriment of words, also demands other training and educational perspectives. In view of this, educating the eye, appreciating and analyzing images, especially those coming from audiovisual language, becomes fundamental. This article asks: how to analyze moving images? How do aesthetic devices favor the formation of the spectator? How can cinema contribute to this formative process? Based on Eduardo Galeano's literary invitation, we suggest the film analysis of short films as a powerful methodological way of raising awareness, attention, creation, elaboration, collective production and knowledge. Galeano (2002); Bouilloud (2013); Aubert and Haroche (2013); Fresquet (2020), Vanoye and Goliot-Lété (1994); Elsaesser; Hagener (2019); Adorno and Horkheimer (1985) are some of the authors who supported the debate. The short film Zero (2010), directed by Christopher Kezelos, became a guide for carrying out a formative film analysis due to the fertility and thematic diversity of the animation. We finally consider that understanding the relationship between cinema and education, more specifically, film construction, the behind-the-scenes of film production, its aesthetic devices, its thematic approaches and its axes of interpretation, constitute the essence of film analysis as a possibility of sensitive and aesthetic formation and criticism in the educational context.